Lauenstein im Bild. Über das Edieren von Geschichte und Erinnerung in historischen Alben

in Werner, Meike (Ed.) Ein Gipfel für Morgen. Kontroversen 1917/18 um die Neuordnung Deutschlands auf Burg Lauenstein (in press)

Book review: Marguerite Figeac-Monthus (Hg.), Éducation et culture matérielle en France et en Europe du XVIe siècle à nos jours (Didactiques des lettres et des cultures, 5), Paris 2018.

in Francia-Recensio (2020), 2

Images of Industrial Life and Vocational Training: Scouting as a Liminal Space for Educating a Workers’ Elite in 1920s Luxembourg

in History of Education (2019)

This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyzes how young workers are depicted in these images. The paper ... [more ▼]

This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyzes how young workers are depicted in these images. The paper draws on a collection of 2,251 glass plate negatives (re)presenting ARBED’s industrial cosmos, including its vocational school the Institut Emile Metz. The roughly 160 images of apprentices contained in the collection put on display the apprentices’ bodies and a variety of activities in different contexts. The images’ contents testify to the institute’s programmatic hybridity and the constant (re-)mix of formal and semi-formal learning activities intended to educate natural, urban, mobile and communal men and future workers. Our focus is on Boy Scouts activities in a variety of different environments, which have functioned as a liminal space for educating a workers’ elite, mitigating the risks of industrialization and fostering social harmony and cultural belonging. [less ▲]

Introduction

in Priem, Karin; Herman, Frederik (Eds.) Fabricating Modern Societies: Education, Bodies and Minds in the Age of Steel (2019)

The Eye of the Machine: Labor Sciences and the Mechanical Registration of the Human Body

in Priem, Karin; Herman, Frederik (Eds.) Fabricating Modern Societies: Education, Bodies, and Minds in the Age of Steel (2019)

Shifting Epistemologies for Discipline and Rigour in Educational Research: Challenges and Opportunities from Digital Humanities

in European Educational Research Journal (2019)

This paper historicizes “rigour”, discipline” and “systematic” as inventions of a certain rational spirit of Enlightenment that was radicalized during the 19th century. These terms acquired temporary ... [more ▼]

This paper historicizes “rigour”, discipline” and “systematic” as inventions of a certain rational spirit of Enlightenment that was radicalized during the 19th century. These terms acquired temporary value in a transition during the 19th century when a culture of research was established within a modern episteme. Beginning in the 20th century, this development was perceived as problematic, triggering criticism from philosophy and the arts, and even within the sciences. “Discipline”, “rigour” and “systematic” have changed meanings over time, and recent contributions from Digital Humanities are promising for a renewed critical debate about rigour in research. Both digital humanities and quantitative research deal with big data sets aimed at providing a large-scale analysis. However, unlike most quantitative research, digital humanities explore uncertainties as their main focus. Attention to the human-machine collaboration has led to more expansive thinking in scientific research. Digital humanities go further by advancing a metaperspective that deals with the material hermeneutics of data accumulation itself. [less ▲]

David Seymour’s Album on the Fight Against Illiteracy in Calabria as a Tool of Mediatization: Material Traces of Editing and Visual Storytelling

in Hendel, Giovanna; Naggar, Carole; Priem, Karin (Eds.) They Did not Stop at Eboli: The UNESCO Campaign Against Illiteracy in Reportages by David Seymour and Carlo Levi (1950) (2019)

'Rationale Trennung' or 'Marriage d'Amour'? History and Philosophy of Educational Research

in Espacio, Tiempo y Educacion (2018), 5(2),

This article focuses on disciplinary interrelationships between philosophy and history within the framework of educational sciences. It deals with the epistemological, material, political, and categorical ... [more ▼]

This article focuses on disciplinary interrelationships between philosophy and history within the framework of educational sciences. It deals with the epistemological, material, political, and categorical conditions of permeability, some of which initiate a separation of historical science from philosophy, whereas others allow, on the one hand, for history to profit from philosophy and, on the other, for philosophy to profit from history. The article illustrates how both history and philosophy benefit through reciprocal openness within education as an academic field. Permeability between history and philosophy in educational research may draw attention to lacunae on both sides and challenge methodological stereotypes and seemingly unavoidable dispositions of reasoning, the recognition of which may contribute to an enrichment of educational research. [less ▲]

The image of Industrial Life and Vocational Training: Scouting as Liminal Learning Space (Luxembourg, 1920s)

Scientific Conference (2018)

While there is a large body of research on corporate photography, little has been written about the visualisation of young workers. This paper looks at a specific set of corporate images, namely ... [more ▼]

While there is a large body of research on corporate photography, little has been written about the visualisation of young workers. This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel-manufacturing conglomerate ARBED, and analyses how these young workers were visualised. The paper draws on a collection of approximately 2,250 glass plate negatives of ARBED’s industrial cosmos, originally stored at the company’s vocational school, the Institut Emile Metz, and now archived at Luxembourg’s Centre national de l’audivisuel (CNA). The roughly 160 images of young apprentices contained in the collection put on display the apprentices’ bodies and activities in various contexts and environments – in the classroom, the school yard, and the gym; in workshops and the institute’s psychophysiological laboratory; at the Belgian coast, in Luxembourg’s forests, and in urban spaces like London. A selected number of images were published in promotional brochures, showcasing these places, spaces, and activities and their different levels of “cultured” and “natural” properties. Thematically, the paper concentrates on (1) corporate photography as a means of identity formation by depicting apprentices in various places and spaces; (2) the creation of workers as cultured men and ideally educated workers through a diversity of recreational activities; and, most importantly, (3) the question of how leisure activities served as liminal spaces to stabilise the work sphere and how social and cultural belonging was visually forged between urban and natural landscapes, between industrialisation and ‘nature’ in order to make apprentices fit for Western industrialised societies. The images and their contents testify to a constant mix and re-mix of different learning environments intended to educate the natural, urban, mobile, and communal future worker in order to achieve societal harmony – also by including pre-industrial spaces and open-air activities as liminal spaces for experimentation that were set apart from the profane while mitigating the risks of industrialisation. [less ▲]

Learning How to See and Feel: Alfred Lichtwark and His Concept of Artistic and Aesthetic Education

in Paedagogica Historica (2017)